Computing is fundamental to all instructional technologies. VT should ensure students, faculty and staff are proficient in computational thinking and data-driven decision making. Ongoing research in areas like learning science and ubiquitous computing will lay the foundations for future educational practices. Digital libraries can transform learning by providing personalized educational resources and services through integrated virtual learning environments and educational metadata standards.

1. 1VT Task Force onInstructional Technology28 January 2010“Computing andInstructional Technology”by Edward A. Fox fox@vt.edu http://fox.cs.vt.edu

2. Dept. of Computer Science, Virginia Tech

3. Blacksburg, VA 24061 USAPoint 1: Computing is FundamentalAll of the technologies considered are based on, or depend upon, computing.=> Faculty, students, staff should be proficient at computational thinking.=> VT should ensure this, preparing the community for Living In the KnowlEdge Society (LIKES): http://www.livingknowledgesociety.org2

4. Engineering Grand Challengeshttp://www.engineeringchallenges.org/cms/challenges.aspxThose that relate to computing include:Restore and improve urban infrastructureAdvance health informaticsEngineer better medicinesReverse-engineer the brainSecure cyberspaceEnhance virtual realityAdvance personalized learningEngineer the tools of scientific discovery3

5. Computing Research for 21st Centuryhttp://www.cra.org/ccc/initiativesData to knowledge to actionEvidence-based healthcare, new biology/med.Discovery in science and engineeringAdvanced intelligence and decision making for America’s security; New transportationEnergy future; Smart grid; Quality of lifeRobotics; Ocean observatories; eScienceEmergency informaticsPersonalized education, eLearning4

6. 5CTR stakeholdersCrisis, Tragedy & Recovery netwww.ctrnet.net

7. LIKES and 4 Needs of OthersProcessesPrograms, algorithms, workflows, business processes, packages/toolkits, problem solvingModeling, simulationAnalyze, abstract, connect, validate, predict, refineManaging informationData, information, and knowledgePIM, create/represent/search/retrieve/reuse/… Sensory connection, interactionHCI, games, visualization, collaboration6

8. GigapixelETD 2010, June 16-18, Austin, TX75 x 10 monitorsAll pages shown, grouped by chapterA handheld device to move pagesNotepad, Post-It on a rolling desk

9. Computational Thinking (Wing)Fundamental skill, conceptualizingMental tools that reflect breadth of CSSolving problems, designing systems, understanding human behaviorThinking recursively, parallel processingAbstraction, decomposition, representation, modeling, using invariants, heuristics, ideas, planning, learning, uncertainty, searchApplying in (all) other disciplines 8

10. AP CS Principles: Big IdeasComputing is a creative human activity that engenders innovation and promotes exploration.Abstraction reduces information and detail to focus on concepts relevant to understanding and solving problems.Data and information facilitate the creation of knowledge.Algorithms are tools for developing and expressing solutions to computational problems.9

11. AP CS Principles: Big Ideas (2)Programming is a creative process that produces computational artifacts.Digital devices, systems, and the networks that interconnect them enable and foster computational approaches to solving problems.Computing enables innovation in other fields including science, social science, humanities, arts, medicine, engineering, and business.10

12. CC2001 Computer Science volumeDS. Discrete StructuresPF. Programming FundamentalsAL. Algorithms and ComplexityAR. Architecture and OrganizationOS. Operating SystemsNC. Net-Centric ComputingPL. Programming LanguagesHC. Human-Computer InteractionGV. Graphics and Visual ComputingIS. Intelligent SystemsIM. Information ManagementSP. Social and Professional IssuesSE. Software EngineeringCN. Computational Science11

13. 12* Core components

14. 13DL Curriculum Framework

15. Point 2: Vision: Develop, Move ToWhat is our vision?Who are the stakeholders?How do they interact?How will each advance maximally?Optimization Goal: LearningEverything else open for innovationBut aware of real constraints, e.g.:Continuous, sustainable, focused change14

16. Vision: Student AbilitiesEffective learnersEffective teamworkersSkilled in research, discovery, & innovationMentees and tutorsMultidisciplinary scholarsCitizens in the knowledge societyProblem solvers and problem posersInformation managers15

17. Vision: Education <-> ResearchEmbrace VT’s other missions, including research and serviceResearch: understanding reality, discovering, questioning, solving challenges/problems, creating opportunitiesService: awareness, compassion, engagementStudents at all levels: researching, serving16

18. Vision: SupportInstitutionalization of innovation in all aspects of teaching and learningDistinguished innovator speaker seriesVP for InnovationAll the campus groups focused on teaching and learning working togetherRevisiting all assumptions (lectures, courses, …)Funding, processes, rewards – reshaped Deconstruct => flexible/dynamic synthesis Repackage, e.g., college->dept.->program17

19. Point 3: Ongoing: R&D -> PracticeLearningBrain, cognitive science, communicationResearchNovel research today is the foundation for practice in 10-30 years.ComputingUbiquitous/pervasive, usable, effective, efficientCS -> IT -> English/Engineering/… -> Practice18

20. Carl E. WiemanAssociate Director for Science in the White House Office of Sci. & Technology PolicyDirector of the Carl Wieman Science Education Initiative and Professor of Physics (2001 Nobel Prize Winner), U. British Columbia, www.cwsei.ubc.ca“Science Education for the 21st Century: Using the Insights of Science to Teach/Learn Science” (SIGCSE 2010)E.g., Brain-Based Learning/Education19

21. Crossing the Chasm(Geoffrey A. Moore, 1999)Diffusion of innovationTechnology adoption lifecycleEarly adoptersCHASMEarly majority20

22. Point 4: Illustrate with ExamplesPersonalizationPCs: Personal ComputersPIM: Personal Information ManagementUser modeling, intelligent tutoring systemsTutors are roughly 3 times more effectiveAdaptive hypermedia, variable granularityDigital Libraries of Educational Resources21

23. Locating Digital Libraries in Computing andCommunications Technology SpaceDigital Libraries technologytrajectory: intellectualaccess to globally distributed informationCommunications(bandwidth, connectivity)Computing (flops)Digital content Note: we should consider 4 dimensions: computing, communications,content, and community (people)lessmore

24. 23SynchronousScholarly CommunicationSame time, Same or different place

25. 24Asynchronous, Digital Library Mediated Scholarly CommunicationDifferent time and/or place

26. 25Information Life CycleCreationActiveAuthoringModifyingSocial ContextUsingCreatingOrganizingIndexingRetention/ MiningAccessingFilteringStoringRetrievingSemi-ActiveUtilizationDistributingNetworkingSearchingInactive

27. 26Quality and the Information Life Cycle

28. 27Digital LibrariesShorten the Chain fromAuthorEditorReviewerPublisherA&IConsolidatorLibraryReader

29. 28DLs Shorten the Chain toRolesDigitalLibraryAuthorTeacherUserReaderEditorLearnerReviewerLibrarian

30. 29 Informal 5S & DL DefinitionsDLs are complex systems thathelp satisfy info needs of users (societies)provide info services (scenarios)organize info in usable ways (structures)present info in usable ways (spaces)communicate info with users (streams)

31. 30Degree of StructureWebDLsDBsChaoticOrganizedStructured

32. 31Digital Objects (DOs)Born digitalDigitized version of “real” objectIs the DO version the same, better, or worse?Separation of structure, meaning, useRendered on paper, laptop, handheld – or CAVESemantic Web (human or machine processing)Surrogate for “real” objectHybrid systems with real and digital objectsData, documents, subdocuments, metadata

33. 32MetadataharvestingThe World According to OAIService ProvidersDiscoveryCurrentAwarenessPreservationData Providers

34. 33

35. 34

36. 35Educational Repositories Connect:Users:students, educators, life-long learnersContent: structured learning materials; large real-time or archived datasets; audio, images, animations; primary sources; digital learning objects (e.g. applets); interactive (virtual, remote) laboratories; ...Tools: search; refer; validate; integrate; create; customize; publish; share; notify; collaborate; ...

37. 36CollectionsDiscovery of contentClassification and cataloguingAcquisition and/or linking; referencingDisciplinary-based themes define a natural body of content, but other possibilities are also encouraged Access to massive real-time or archived datasetsSoftware tool suites for analysis, modeling, simulation, or visualizationReviewed commentary on learning materials and pedagogy

38. 37ServicesHelp services, frequently asked questions, etc.Synchronous/asynchronous collaborative learning environments using shared resourcesMechanisms for building personal annotated digital information spacesReliability testing for applets or other digital learning objectsAudio, image, and video search capabilityMetadata system translationCommunity feedback mechanisms

39. 38referenceditems &collectionsreferenceditems &collectionsSpecial DatabasesPortals &ClientsPortals &ClientsPortals &ClientsNSDLServicesNSDLServicesOther NSDLServicesNSDLCollectionsNSDLCollectionsNSDLCollectionsCore Services:information retrievalCI ServicesbrowsingCI ServicesauthenticationCore Services:metadata gatheringCI ServicespersonalizationCore Collection-Building ServicesprotocolsCI ServicesdiscussionCore Collection-Building ServicesharvestingCI ServicesannotationNSDL Information ArchitectureEssentially as developed by the Technical Infrastructure WorkgroupUser InterfacesCoreNSDL“Bus”Usage EnhancementCollection Building

40. 39Digital Libraries in EducationAnalytical Survey, ed. Leonid Kalinichenko© 2003, www.iite-unesco.org, info@iite.ruTransforming the Way to LearnDLs of Educational Resources & ServicesIntegrated/Virtual Learning EnvironmentEducational MetadataCurrent DLEs: US (NSDL, DLESE, CITIDEL, NDLTD), Europe (Scholnet, Cyclades), UK (Distributed National Electronic Resource)

41. 40DLEs: Guiding Principles (p. 12)Driven by educational and science needsFacilitating educational innovationStable, reliable, permanentAccessible to allLeverage prior research: DL, courseware, …Adaptable to new technologiesSupporting decentralized servicesResource integration thru tools/organization

42. The Ensemble Computing PortalMany-to-Many Information Connections in a Distributed Digital Library PortalToolsDistributed DL PortalServicesSearchBlogGroupForumNotificationBrowseA collaborative research project to build a distributed portal with up-to-date contents for all computing communities.http://www.computingportal.org/CollectionsCommunities

43. 42As data, information, and knowledge play increasingly central roles … digital library research should focus on:Increasing the scope and scale of information resources and services;Employing context at the individual, community, and societal levels to improve performance;Developing algorithms and strategies for transforming data into actionable information;Demonstrating the integration of information spaces into everyday life; andImproving availability, accessibility, and, thereby, productivity.

44. 43An appropriate infrastructure program will provide sustainability of digital knowledge resources among five dimensions:Acquisition of new information resources;Effective access mechanisms that span media type, mode, and language;Facilities to leverage the utilization of humankind’s knowledge resources;Assured stewardship over humanity’s scholarly and cultural legacy; andEfficient and accountable management of systems, services, and resources.